Emotional Intelligence Questionnaire. Services for Educators. Overview Britt Henderson Training Series for Educators This annual series of workshops provides training for general and special education teachers, with the goal of improving the quality of education for students with diverse learning needs in inclusive settings. Center for Accelerated Student Learning (CASL) CASL was a multi-university research center that developed and disseminated strategies to accelerate learning for students with disabilities in the early grades and thereby provided a solid foundation for strong achievement in the intermediate grades and beyond. CASL provided a free newsletter, research reports, manuals, videotapes, and other materials. The program was discontinued, but the its materials are still available. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Curriculum-Based Measurement for Reading and Math Weekly Curriculum-Based Measurement (CBM) tests provide systematic, frequent feedback to students and teachers.
The IRIS Center. Program Announcement: Social and Behavioral Outcomes to Support Learning CFDA 84.324A. Funding Opportunities | Special Education Research Grant Programs Program Officer: Dr. Jacquelyn Buckley Jacquelyn.Buckley@ed.gov (202) 219-2130 Through its research program on Social and Behavioral Outcomes to Support Learning (Social/Behavioral), the Institute supports research that contributes to the prevention or amelioration of behavior problems in students with or at risk for disabilities and concomitantly, improves their education outcomes. The long-term outcome of this program will be an array of tools and strategies (e.g., assessments, interventions) that have been documented to be effective for preventing behavior problems and improving the behavioral, emotional, social skills, and likewise, the academic performance of students with or at risk for disabilities from kindergarten through Grade 12.
Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Purpose: Although many schools in the United States implement violence prevention programs, the vast majority of these interventions were developed with typically developing youth in mind. Generally, programs are either assumed to generalize to youth with disabilities or they exclude these youth because programs were not designed to meet their needs. Unfortunately, prior research indicates that youth with disabilities are at higher risk than their typically developing peers for experiencing victimization and/or engaging in aggressive behavior.
Peer victimization and aggressive behavior are associated with a host of negative consequences that impact not only behavioral adjustment but also academic outcomes. The aim of this research is to develop a comprehensive school-based violence prevention program that combines individual-level skill-building curricula with school-level components to promote social, emotional, and behavioral competence in adolescents with disabilities.
Search Funded Research Grants and Contracts - Details. Purpose: Students with emotional disturbances have the worst educational outcomes compared to their peers with other disabilities. Children with an emotional disturbance have the lowest grades in school, the lowest graduation rates, the fewest instances of full-time employment, the lowest paying jobs, and the highest risk of entering the adult mental health system. Recent research indicates that parent involvement is important in improving academic outcomes for students, yet parents of youth who have emotional disturbances are typically not as involved in their child's education compared to parents of students with other disabilities or students without disabilities.
Families of children with an emotional disturbance may feel blamed, powerless, and stigmatized, which contributes to their lack of engagement with their child's school and social service system. Project Activities: Researchers will conduct five interrelated studies. Structured Abstract Publications from this project: Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Purpose: Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems, and early school success depends on successful social-emotional development. Given increasing demands to demonstrate accountability for academic achievement, however, educators maximize academic instruction time, often at the expense of social-emotional learning. To address this problem, this research group will develop and preliminarily evaluate a social-emotional learning curriculum, SELF: Social- Emotional Learning Foundations, to promote emotional and behavioral self-regulation for children in Kindergarten and first grade who are at risk for emotional and behavioral disorders.
The intervention is designed to be implemented during supplementary, small-group reading instruction. Structured Abstract Setting: Elementary schools in North Central Florida Control Condition: N/A. Search Funded Research Grants and Contracts - Details. Purpose: Assessment tools that measure individual student progress in social behavior must not only allow for frequent measurement, be brief and easy to administer, they must also be reliable and valid. Otherwise, changes in observed scores across time may not accurately reflect student progress, and, more importantly, may contribute to inaccurate decisions regarding students' response to intervention.
Although a number of general purpose measures of student social behavior had been used for progress-monitoring, there are currently no widely-accepted, reliable, and validated, brief behavior progress-monitoring tools. The purpose of this study is to develop a series of change-sensitive progress-monitoring tools called Brief Behavior Rating Scales (BBRS) that are efficient, practical, reliable, and valid. BBRS will be appropriate for classroom educators who need efficient and effective behavior progress-monitoring tools to monitor their students on a continuous and regular basis.
Search Funded Research Grants and Contracts - Details. Search Funded Research Grants and Contracts - Details. Purpose: Youth with high functioning autism spectrum disorders (ASD) exhibit social skills deficits that inhibit their ability to navigate the complex social environment. For example, students with ASD are often unable to pick up nonverbal social cues and social prompts, and tend to display socially unacceptable behavior.
Students are described as socially awkward, self-centered, or emotionally blunted. This interferes not only with their ability to succeed in school, but with successful transition to adulthood (e.g., employment). Research on existing social skills programs has been somewhat mixed, but in general, concludes that interventions delivered in more natural contexts and environments are associated with stronger maintenance and generalization of social skills. The purpose of this project is to modify and further develop an existing program, a clinic-based Social Competence Intervention (SCI-C) intervention, for school-based settings (SCI-S). Structured Abstract O'Connor, K. Search Funded Research Grants and Contracts - Details.
Search Funded Research Grants and Contracts - Details. Institute of Education Sciences (IES) Home Page, a part of the U.S. Department of Education. Mozilla Firefox. Product - Social Skills Improvement System (SSIS) Classwide Intervention Program. The SSIS Classwide Intervention Program provides a structured, yet flexible and efficient way to teach 10 of the most important social skills to students from preschool to early adolescence. The program has been designed in conjunction with the SSIS Performance Screening Guide to provide a coordinated system for improving social skills. Content & Administration Based on input from hundreds of teachers across the country, program units focus on 10 social skills that consistently earned the highest importance ratings. Each of the 10 skill units is divided into three 25- to 20-minute lessons organized around the six phases. Features & Benefits. Mozilla Firefox. The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 3-16 year olds.
It exists in several versions to meet the needs of researchers, clinicians and educationalists. Each version includes between one and three of the following components: A) 25 items on psychological attributes. All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales: The same 25 items are included in questionnaires for completion by the parents or teachers of 4-16 year olds (Goodman, 1997).
A slightly modified informant-rated version for the parents or nursery teachers of 3 (and 4) year olds. 22 items are identical, the item on reflectiveness is softened, and 2 items on antisocial behaviour are replaced by items on oppositionality. Questionnaires for self-completion by adolescents ask about the same 25 traits, though the wording is slightly different (Goodman et al, 1998). B) An impact supplement.